Provide children with collaborative learning experiences to encourage social self-regulation as students help one another working in small groups. In many cases, this will lead to students at all levels to show greater concentration on and persistence in their task.
While classroom demands can be overwhelming, consider why you may be seeing certain behaviours from a student and what can be done to help that student to self-regulate.
Develop children's understanding and vocabulary around social-emotional learning.
As appropriate, allow children to select their own activities and set their own goals. Autonomy can play an important part in the development of social self-regulation.
Try to establish a connection with children's parents/caregivers and their community so there is continuity between self-regulation strategies used in and out of the classroom.
Look for opportunities to promote understanding of others' experiences and feelings (Shanker, 2013, p. 92).
Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2013). Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention. Autism, 17(2), 220-241.
Kathy, Y., Luke, K. L., Cheung, P. M., Tank, S. T. T., Cheng, L., & Wong, I. (2009). A Case Series on the Social Thinking Training of Mainstreamed Secondary School Students With High-functioning Autism. Mental Health, 35, 10-17.
Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), 354-364.
Riggs, N. R., Greenberg, M. T., Kusche, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prevention Science, 7, 91-102.
Seligman, M., Ernst, R., Gillham, K., Reivich, J., & Linkins, S. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education. 35(3), 293-311.
General Information
Key Attributes of the Social DomainChildren who are optimally self-regulated in the social domain will have the ability to
Interventions, Strategies and Supports
Interventions:Strategies:
Promoting Social Self-Regulation
Alberta Education. (2011). Competencies for the 21st century. [PDF]. Retrieved from http://education.alberta.ca/media/6581166/framework.pdf
Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2013). Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention. Autism, 17(2), 220-241.
Kathy, Y., Luke, K. L., Cheung, P. M., Tank, S. T. T., Cheng, L., & Wong, I. (2009). A Case Series on the Social Thinking Training of Mainstreamed Secondary School Students With High-functioning Autism. Mental Health, 35, 10-17.
Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), 354-364.
Riggs, N. R., Greenberg, M. T., Kusche, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prevention Science, 7, 91-102.
Seligman, M., Ernst, R., Gillham, K., Reivich, J., & Linkins, S. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education. 35(3), 293-311.